Type of Publication: | Journal article |
Publication status: | Published |
URI (citable link): | http://nbn-resolving.de/urn:nbn:de:bsz:352-2-z927z5vcjebm4 |
Author: | Schut, Suzanne; Heeneman, Sylvia; Bierer, Beth; Driessen, Erik; van Tartwijk, Jan; van der Vleuten, Cees |
Year of publication: | 2020 |
Published in: | Medical Education ; 54 (2020), 6. - pp. 528-537. - Wiley. - ISSN 0308-0110. - eISSN 1365-2923 |
Pubmed ID: | 31998987 |
DOI (citable link): | https://dx.doi.org/10.1111/medu.14075 |
Summary: |
Programmatic assessment attempts to facilitate learning through individual assessments designed to be low-stakes and used only for high-stakes decisions when aggregated. In practice, low-stakes assessments have yet to reach their potential as catalysts for learning. Due to the powerful role teachers play in utilising assessment to support learning, we explored how teachers conceptualise assessments within programmatic assessment and how they engage with learners in assessment relationships.
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Subject (DDC): | 370 Education, School and Education System |
Link to License: | In Copyright |
Refereed: | Yes |
SCHUT, Suzanne, Sylvia HEENEMAN, Beth BIERER, Erik DRIESSEN, Jan VAN TARTWIJK, Cees VAN DER VLEUTEN, 2020. Between Trust and Control : Teachers' Assessment Conceptualisations and Relationships within Programmatic Assessment. In: Medical Education. Wiley. 54(6), pp. 528-537. ISSN 0308-0110. eISSN 1365-2923. Available under: doi: 10.1111/medu.14075
@article{Schut2020-06Betwe-48539, title={Between Trust and Control : Teachers' Assessment Conceptualisations and Relationships within Programmatic Assessment}, year={2020}, doi={10.1111/medu.14075}, number={6}, volume={54}, issn={0308-0110}, journal={Medical Education}, pages={528--537}, author={Schut, Suzanne and Heeneman, Sylvia and Bierer, Beth and Driessen, Erik and van Tartwijk, Jan and van der Vleuten, Cees} }
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